Abstract: This study assessed the current status of resources availability in secondary school libraries for studying science subjects. The study employed a concurrent triangulation design with a mixed-method approach. The sample of 190 respondents (students, heads of secondary schools, town secondary education officers, ward education officers, and science subjects’ teachers) was used to provide their answers to the specific questions of this study. Data were collected with the help of open- and closed-ended questionnaires, interviews and observation The researcher administered 171 questionnaires where 94 were distributed to the students and 77 were distributed to the science subject teachers in five public secondary schools. Nineteen (19) participants were interviewed by the researcher. Participants were selected by using purposive, and simple random sampling techniques. The researcher adhered to ethical issues as data was being collected. The findings from the study revealed that most public secondary schools are not equipped with supplementary books, and computers that would help students in studying science subjects. It was recommended that secondary schools should prioritize the expansion and modernization of their library facilities. This includes investing in a diverse collection of scientific literature, both in print and digital formats to cater for the diverse learning needs of students. It was also revealed that Secondary schools should implement a structured program that integrates library services into the curriculum for studying science subjects.

Abstract: Worldwide, learning of science subjects is a challenge to many students. In many African countries which were colonized by Europeans, it is even more challenging to learn science subjects because most of them the language for learning science subjects is different from their native languages. Tanzania is one of the colonized countries that use English as a medium of instruction, and for many students, it is either a second or third language. The introduction of Language supportive pedagogy (LSP) in some secondary schools in Dodoma showed improved performance in students’ learning of science subjects. The present trial study for tryout of language supportive pedagogy skills and knowledge conducted in five secondary schools showed improvement in science learning among students. The study employed both qualitative and quantitative data collection methods. In this study, form one and two secondary school students from five schools were exposed to classroom observations and in each school five students were randomly selected for the interviews after classroom observations. A total of 26 science teachers were trained on LSP during the first two workshops. Data collection methods included the workshop conducted for 26 science teachers, classroom observation as well as students’ interviews. The findings of the study revealed that both students and teachers positively responded to the use of language supportive skills and knowledge during teaching and learning activities. The study concluded by recommending the scaling up of LSP knowledge and skills to all secondary school teachers and students in Tanzania.